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i AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013 CURRICULUM USED BY THE ENGLISH TEACHER AT SMA NEGERI 4 MALANG THESIS This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education by: Abdulloh 201210100311086 ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2016

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Page 1: AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013 … · AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013 CURRICULUM USED BY THE ENGLISH TEACHER AT SMA ... Permendikbud. (2013). Permendikbud

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AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013

CURRICULUM USED BY THE ENGLISH TEACHER AT SMA

NEGERI 4 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Language Education

by:

Abdulloh

201210100311086

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2016

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This thesis was written by Abdulloh and was approved on August 9, 2016

by:

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This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve

Sarjana Degree in English Language Education

on August 9, 2016

Approved by:

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Examiners:

1. Dr. Sri Hartiningsih, M.M

2. Drs. Jarum, M.Ed

3. Rahmawati Khadijah Maro, S.Pd., M.PEd

4. Santi Prastiyowati, S.Pd., M.Pd

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LETTER OF AUTHENTICITY

The undersigned below:

Name : Abdulloh

NIM : 201210100311086

Department : English Language Education Department

Faculty : Faculty of Teacher Training and Education

I hereby declare that in this thesis there is no any thesis or paper that have been

proposed to receive a bachelor degree, and there is no ideas or notions written or

published by another person, unless what has been written in this thesis and

mentioned in the references.

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MOTTO

“Karena sesungguhnya sesudah kesulitan itu ada kemudahan. Maka apabila kamu

telah selesai (urusan dunia), bersungguh-sungguhlah (dalam beribadah), dan

hanya kepada Tuhanmulah kamu berharap”

---- QS. Al-Insyirah: 5-8 ----

DEDICATION

The thesis is fully dedicated to:

His beloved parents (Fatchur Rachman and Susiati)

His beloved grandmothers and grandfathers (Satama, Sarni, Senidin, and Montari)

His beloved sisters (Tutik Andayani and Anis Silvia)

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ABSTRACT

One of the changes that occurs in 2013 Curriculum is authentic

assessment. The teachers are demanded to apply the authentic assessment based

on the demand of 2013 Curriculum. Accordingly, this current research aims to

describe the application of authentic assessment in 2013 Curriculum at SMA

Negeri 4 Malang in terms of the English teacher’s steps in applying the authentic

assessment, the English teacher’s obstacles in applying the authentic assessment,

and the English teacher's efforts in coping with those obstacles.

This research typically adopted a qualitative research design since the data

were in the form of words, not in the form of numerical data like in the

experimental research design. Furthermore, the data were derived from classroom

observation, interview, and document analysis. In this research, there were three

instruments that were used, namely: field notes, interview guide, and document

analysis.

The result of this research reflected that the English teacher applied the

authentic assessment by following four procedures which were in line with the

explanation from Majid (2014) and Mueller (2013). They were composed of: (1)

identifying the standard, (2) selecting the authentic task, (3) identifying criteria for

the task, and (4) creating the rubric. Hence, in accordance with the obstacles of the

English teacher, the researcher concluded that the English teacher experienced the

obstacles in creating the scoring rubric of performance assessment and giving

scores in the group work. To overcome those two obstacles, the English teacher

had solutions to solve them. Firstly, the English teacher browsed some references

regarding the scoring rubric of performance assessment on internet, and she

adapted and adopted them as necessary. Secondly, dealing with the second

obstacle of the English teacher, she gave another task and peer assessment to

students who were in the group work as the individual score.

Keywords: authentic assessment, 2013 Curriculum, English teacher.

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ACKNOWLEDGEMENT

Alhamdulillahirabil’alamin. The most gratitude belongs to Allah, the King

of human beings and the Owner of my soul for disgorging gifts to me to finish this

thesis as well. Completing this thesis is one of the requirements to achieve

Sarjana Degree in English Language Education.

This thesis can be finished well because the support and guidance from

several parties. Therefore, the researcher would like to thank to:

1. Dr. Sudiran, M.Hum as the Head of English Language Education

Department, who has given an opportunity to the researcher to write this

thesis.

2. Rahmawati Khadijah Maro, S.Pd., M.PEd and Santi Prastiyowati, S.Pd.,

M.Pd as the advisors of the researcher, who have guided and given

constructive suggestions regarding my thesis.

3. H. Budi Prasetyo Utomo, S.Pd., M.Pd as the Head of SMA Negeri 4

Malang, who has given an opportunity to the researcher to conduct the

research.

4. My beloved family such as Fatchur Rachman as my father, my beautiful

mother Susiati, and Tutik Andayani and Anis Silvia as my beloved sisters

ever, who have given love and supports to the researcher until this thesis is

completed.

5. My truly friends Danang Wibisono and Priska Amilia Susanto, who have

supported to the researcher to complete this thesis sooner.

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6. All my friends that I cannot mention one by one who have definitely

supported the researcher.

Malang, August 9, 2016

Researcher,

Abdulloh

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TABLE OF CONTENT

COVER

APPROVAL ..................................................................................................... ii

LETTER OF AUTHENTICITY ..................................................................... iv

MOTTO AND DEDICATION ........................................................................ v

ABSTRACT ...................................................................................................... vi

ACKNOWLEDGEMENT ............................................................................... vii

TABLE OF CONTENT ................................................................................... ix

LIST OF APPENDICES ................................................................................. xii

LIST OF TABLES ........................................................................................... xiii

CHAPTER I INTRODUCTION .................................................................. 1

1.1 Background of the Study ............................................................................ 1

1.2 Statement of Problems ............................................................................... 7

1.3 Purpose of the Study .................................................................................. 7

1.4 Scope and Limitation ................................................................................. 7

1.5 Significance of the Study ........................................................................... 8

1.6 Definition of Key Terms ............................................................................ 8

CHAPTER II REVIEW OF RELATED LITERATURE .......................... 10

2.1 Authentic Assessment ................................................................................ 10

2.1.1 Test, Assessment, and Evaluation ............................................... 10

2.1.2 Types of Authentic Assessments ................................................ 11

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2.1.3 Benefits of Authentic Assessment .............................................. 14

2.1.4 Difficulties in Designing the Authentic Assessment .................. 16

2.1.5 Authentic Assessment Steps ....................................................... 19

2.2 2013 Curriculum ........................................................................................ 23

2.2.1 The Assessment Concept in 2013 Curriculum ............................ 25

2.2.2 Technique, Instrument, and Score Processing of

Authentic Assessment in 2013 Curriculum................................. 26

CHAPTER III RESEARCH METHODOLOGY ....................................... 31

3.1 Research Design ......................................................................................... 31

3.2 Research Subject ........................................................................................ 32

3.3 Research Instruments ................................................................................. 32

3.3.1 Field Notes .................................................................................. 33

3.3.2 Interview Guide ........................................................................... 33

3.3.3 Document Analysis ..................................................................... 34

3.4 Data Collection........................................................................................... 34

3.4.1 Classroom Observation ............................................................... 34

3.4.2 Interview .................................................................................... 35

3.4.3 Document Analysis ..................................................................... 36

3.5 Data Analysis ............................................................................................ 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................... 40

4.1 Research Findings ........................................................................................ 40

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4.1.1 The Steps of Applying the Authentic Assessment in 2013

Curriculum .................................................................................... 40

4.1.2 The Obstacles in Applying the Authentic Assessment in 2013

Curriculum .................................................................................... 46

4.1.3 The Efforts in Overcoming the Obstacles ..................................... 47

4.2 Discussion ................................................................................................... 48

CHAPTER V CONCLUSION ........................................................................ 52

5.1 Conclusion ................................................................................................... 52

5.2 Suggestions .................................................................................................. 53

REFERENCES ................................................................................................. 56

APPENDICES .................................................................................................. 57

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LIST OF APPENDICES

Appendix 1: Field Notes ....................................................................................... 58

Appendix 2: Interview Guide ................................................................................ 64

Appendix 2a: Interview Transcript ...................................................................... 66

Appendix 2b: Transkrip Wawancara .................................................................... 71

Appendix 3: Document Analysis .......................................................................... 77

Appendix 3a: Syllabus ......................................................................................... 81

Appendix 3b: Lesson Plan .................................................................................... 88

Appendix 3c: Authentic Task................................................................................ 93

Appendix 3d: Peer Editing and Peer Assessment ............................................... .95

Appendix 3e: Scoring Rubric .............................................................................. .97

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LIST OF TABLES

Table 2.1 The Scale of Attitude Score .................................................................. 27

Table 2.2 The Scale of Knowledge Score ............................................................. 28

Table 2.3 The Example of Calculation of Knowledge Score................................ 29

Table 2.4 The Range of Skill Score ...................................................................... 30

Table 2.5 The Example of Calculation of Skill Score .......................................... 30

Table 4.1 Kompetensi Dasar (KD)...................................................................... .42

Table 4.2 Indicators ............................................................................................. .42

Table 4.3 Criteria for the Task of Formal Invitation .......................................... .44

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Ary, Donald et al. (2010). Introduction to Research in Education, 8th Edition.

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